PUBLICATIONS
Turgeon, R, Fernando, S, Bains, M, Code, J, Hawkins, N, Koshman, S, Straatman, L, Toma, M, MacDonald, B, Snow, M Qualitative analysis of patient treatment preferences and decisional needs for heart failure medications Journal Article In: Journal of the American College of Cardiology, vol. 83, iss. 13, pp. S2, 2024. BibTeX | Tags: | Links: Code, J, Tasabehji, Z, Lutrin, A, Moylan, R, Forde, K, Donnelly, E, Mehta, A, Ralph, R, Zap, N Navigating neurons: A journey through middle school cognition via game-based science inquiry Proceedings Forthcoming Forthcoming. Abstract | BibTeX | Tags: Agency for Learning, ALIVE Investigator, formative assessment, learner agency, video games Code, J, Banna, N El Agency for learning in middle school science inquiry: A validation study of the AFLQ Proceedings Forthcoming Forthcoming. Abstract | BibTeX | Tags: Agency for Learning, learner agency Forde, K Teacher candidates’ emerging professional identities: Metaphors of/for teaching Proceedings Forthcoming Forthcoming. Lutrin, A, Code, J, Odic, D The psychosocial balance of agency in learning environments Proceedings Forthcoming Forthcoming. Abstract | BibTeX | Tags: learner agency, learning design, video games Lutrin, A, Code, J, Odic, D Enabling constraints: Balancing student agency through a novel game Proceedings Forthcoming Forthcoming. Abstract | BibTeX | Tags: learner agency, video games Moylan, R, Code, J, O’Brien, H Artificial intelligence and education: Teachers’ perspectives and future directions Proceedings Forthcoming Forthcoming. Abstract | BibTeX | Tags: Artificial Intelligence, Teacher Education Tasabehji, Z, Code, J Human-AI co-creativity: Affordances and challenges of using generative AI as a tool for creative problem-solving Proceedings Forthcoming Forthcoming. Abstract | BibTeX | Tags: Artificial Intelligence, ChatGPT Lutrin, A, Code, J, Odic, D The psychosocial balance of agency in learning environments Proceedings Forthcoming Forthcoming. Abstract | BibTeX | Tags: learner agency, learning design, video games Code, J At the heart of resilience: Empowering women’s agency in navigating cardiovascular disease Journal Article In: CJCOpen, vol. 6, iss. 2, pp. 473-484, 2024. Abstract | BibTeX | Tags: heart disease, heart failure, Heart Transplant, literature review, patient agency, Patient Experience, women’s health | Links: Moylan, R, Code, J Algorithmic futures: An analysis of teacher professional digital competence frameworks through an algorithm literacy lens Journal Article Forthcoming In: Teachers and Teaching, pp. 19, Forthcoming. Abstract | BibTeX | Tags: Algorithm Literacy, document analysis, professional digital competencies, Teacher Education | Links: Mamataz, T, Lee, D, Turk-Adawi, K, Hajaj, AM, Code, J, Grace, SL Factors affecting healthcare provider referral to heart function clinics: A mixed-method study Journal Article Forthcoming In: The Journal of Cardiovascular Nursing, vol. 39, iss. 1, pp. 18-30, Forthcoming. Abstract | BibTeX | Tags: heart disease, heart failure, Heart Transplant, mixed methods | Links: Moylan, R, Code, J “There is so much I don’t know!”: Future directions for algorithm literacy in teacher education Proceedings Article Forthcoming In: Forthcoming. BibTeX | Tags: algorithm, Algorithm Literacy Moylan, R., Code, J. “There is so much I don’t know!”: Future directions for algorithm literacy in teacher education Proceedings Article In: 2023. BibTeX | Tags: algorithm, Algorithm Literacy Code, J., Forde, K., Ralph, R., Zap, N., Mehta, A., Chang, C., Wei, Z., Hu, L., Wang, S., Wu, B. Evidence-centred game design in assessment for learning in immersive virtual environments Proceedings Article In: 2023. BibTeX | Tags: Agency for Learning, ALIVE Investigator, Evidence centered game design, Falling Skies!, learner agency, video games Code, J., Forde, K., Ralph, R., Zap, N., Mehta, A., Chang, C., Wei, Z., Hu, L., Wang, S., Wu, B. Evidence-centred game design in assessment for learning in immersive virtual environments Proceedings Article In: 2023. BibTeX | Tags: Evidence centered game design, learner agency, video games Code, J., Forde, K., Moylan, R., Ralph, R. Head, heart and hands: A multilevel mixed methods study Proceedings Article In: 2023. BibTeX | Tags: mixed methods, pandemic pedagogy, Pandemic Transformed Pedagogy, Technology Education Code, J, Forde, K, Moylan, R, Ralph, R Head, heart and hands: A mixed methods study Proceedings Article In: 2023. BibTeX | Tags: mixed methods, pandemic pedagogy, Technology Education Moylan, R, Code, J Algorithmic futures: An analysis of teacher professional digital competence frameworks through an algorithm literacy lens Journal Article Forthcoming In: accepted, pp. 30, Forthcoming. Abstract | BibTeX | Tags: Algorithm Literacy, document analysis, professional digital competencies, Teacher Education | Links: Code, J, Moylan, R, Forde, K, Ralph, R Teachers’ sense of efficacy during a time of crisis Journal Article Forthcoming In: Manuscript under review, Forthcoming. Abstract | BibTeX | Tags: Media & Technology in Education, Pandemic Transformed Pedagogy, Teacher Education, Technology Education | Links: 2024
@article{nokeyg,
title = {Qualitative analysis of patient treatment preferences and decisional needs for heart failure medications},
author = {R Turgeon and S Fernando and M Bains and J Code and N Hawkins and S Koshman and L Straatman and M Toma and B MacDonald and M Snow},
doi = {https://doi.org/10.1016/S0735-1097(24)02399-4},
year = {2024},
date = {2024-04-10},
urldate = {2024-04-10},
journal = {Journal of the American College of Cardiology},
volume = {83},
issue = {13},
pages = {S2},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
@proceedings{Code2024,
title = {Navigating neurons: A journey through middle school cognition via game-based science inquiry},
author = {J Code and Z Tasabehji and A Lutrin and R Moylan and K Forde and E Donnelly and A Mehta and R Ralph and N Zap},
year = {2024},
date = {2024-02-19},
urldate = {2024-02-19},
abstract = {Code, J., Tasabehji, Z., Lutrin, A., Moylan, R., Forde, K., Donnelly, E., Mehta, A., Ralph, R. & Zap, N. (2024, June). Navigating neurons: A journey through middle school cognition via game-based science inquiry. Canadian Society for the Study of Education Annual Conference, Montreal. },
keywords = {Agency for Learning, ALIVE Investigator, formative assessment, learner agency, video games},
pubstate = {forthcoming},
tppubtype = {proceedings}
}
@proceedings{nokey,
title = {Agency for learning in middle school science inquiry: A validation study of the AFLQ},
author = {J Code and N El Banna},
year = {2024},
date = {2024-02-19},
abstract = {Code, J. & El Banna, N. (2024, June). Agency for learning in middle school science inquiry: A validation study of the AFLQ. Canadian Society for the Study of Education Annual Conference, Montreal.},
keywords = {Agency for Learning, learner agency},
pubstate = {forthcoming},
tppubtype = {proceedings}
}
@proceedings{nokey,
title = {Teacher candidates’ emerging professional identities: Metaphors of/for teaching},
author = {K Forde},
year = {2024},
date = {2024-02-19},
abstract = {Forde, K. (2024, June). Teacher candidates’ emerging professional identities: Metaphors of/for teaching. Canadian Society for the Study of Education Annual Conference, Montreal.},
keywords = {},
pubstate = {forthcoming},
tppubtype = {proceedings}
}
@proceedings{nokey,
title = { The psychosocial balance of agency in learning environments},
author = {A Lutrin and J Code and D Odic},
year = {2024},
date = {2024-02-19},
abstract = {Lutrin, A., Code, J., & Odic, D. (2024, June). The psychosocial balance of agency in learning environments. Canadian Society for the Study of Education Annual Conference, Montreal},
keywords = {learner agency, learning design, video games},
pubstate = {forthcoming},
tppubtype = {proceedings}
}
@proceedings{nokey,
title = {Enabling constraints: Balancing student agency through a novel game},
author = {A Lutrin and J Code and D Odic},
year = {2024},
date = {2024-02-19},
urldate = {2024-02-19},
abstract = {Lutrin, A., Odic, D. & Code, J. (2024, June). Enabling constraints: Balancing student agency through a novel game. Canadian Game Studies Association Annual Conference, Montreal.},
keywords = {learner agency, video games},
pubstate = {forthcoming},
tppubtype = {proceedings}
}
@proceedings{nokey,
title = {Artificial intelligence and education: Teachers' perspectives and future directions},
author = {R Moylan and J Code and H O'Brien},
year = {2024},
date = {2024-02-19},
abstract = {Moylan, R., Code, J., & O'Brien, H. (2024, June) Artificial intelligence and education: Teachers' perspectives and future directions. Canadian Society for the Study of Education Annual Conference, Montreal. },
keywords = {Artificial Intelligence, Teacher Education},
pubstate = {forthcoming},
tppubtype = {proceedings}
}
@proceedings{Tasabehji2024,
title = {Human-AI co-creativity: Affordances and challenges of using generative AI as a tool for creative problem-solving},
author = {Z Tasabehji and J Code},
year = {2024},
date = {2024-02-19},
urldate = {2024-02-19},
abstract = {Tasabehji, Z. & Code, J. (2024, June). Human-AI co-creativity: Affordances and challenges of using generative AI as a tool for creative problem-solving. Canadian Society for the Study of Education Annual Conference, Montreal. },
keywords = {Artificial Intelligence, ChatGPT},
pubstate = {forthcoming},
tppubtype = {proceedings}
}
@proceedings{nokeyc,
title = {The psychosocial balance of agency in learning environments},
author = {A Lutrin and J Code and D Odic},
year = {2024},
date = {2024-02-19},
abstract = {Lutrin, A., Code, J., & Odic, D. (2024, June). The psychosocial balance of agency in learning environments. Canadian Society for the Study of Education Annual Conference, Montreal},
keywords = {learner agency, learning design, video games},
pubstate = {forthcoming},
tppubtype = {proceedings}
}
@article{Code2024c,
title = {At the heart of resilience: Empowering women’s agency in navigating cardiovascular disease},
author = {J Code},
doi = {https://doi.org/10.1016/j.cjco.2023.12.013},
year = {2024},
date = {2024-02-01},
urldate = {2024-02-01},
journal = {CJCOpen},
volume = {6},
issue = {2},
pages = {473-484},
abstract = {Cardiovascular disease (CVD) is the leading cause of death among women globally, emphasizing the need for a healthcare approach that empowers women through agency. This review focuses on the critical role of women’s agency in navigating CVD, integrating insights from various fields, including medicine, education, psychology, and sociology. It highlights the shift towards patient-centred care, where women are recognized as key decision-makers, a crucial change given the historical underemphasis on women’s health issues in medical practice. The diagnosis of CVD in women often involves emotional and psychological challenges. Unexpected diagnoses significantly disrupt perceived well-being, and prolonged diagnostic processes lead to professional skepticism and neglect of symptoms, resulting in delayed or inaccurate diagnoses and strained healthcare relationships. Effective management of CVD necessitates continuous self-management and a holistic approach to care, particularly for those with trauma who are at increased risk of cardiac incidents. Empowerment for women with CVD involves promoting self-confidence, autonomy, and active patient participation in healthcare. Implementing comprehensive care models is crucial for improving chronic CVD management, highlighting the need for healthcare systems that prioritize patient agency and empowerment. From the perspective of a woman with lived experience, this article examines the impact of CVD on women’s agency throughout the diagnostic journey. By highlighting women’s agency rather than particular behavioural changes, this review offers a comprehensive analysis that can shape policy, stimulate new research, and foster a more equitable, efficient, and empathetic healthcare system for women with CVD.},
keywords = {heart disease, heart failure, Heart Transplant, literature review, patient agency, Patient Experience, women's health},
pubstate = {published},
tppubtype = {article}
}
@article{Moylan2023c,
title = {Algorithmic futures: An analysis of teacher professional digital competence frameworks through an algorithm literacy lens},
author = {R Moylan and J Code},
doi = {https://doi.org/10.1080/13540602.2023.2263732},
year = {2024},
date = {2024-01-01},
urldate = {2023-10-10},
journal = {Teachers and Teaching},
pages = {19},
abstract = {Algorithmic systems shape every aspect of our daily lives and impact our perceptions of the world. The ubiquity and profound impact of algorithms mean that algorithm literacy – awareness and knowledge of algorithm use, and the ability to evaluate algorithms critically and exercise agency when engaging with algorithmic systems – is a vital competence for navigating life in the 21st century. Professional digital competence (PDC) frameworks for teachers include technological, pedagogical, and social competence areas and are intended to illustrate the necessary knowledge, skills, and attitudes for digitally competent teachers. Using document analysis, we undertook a systematised review and evaluation of selected PDC frameworks through the lens of algorithm literacy. This analysis demonstrated that although some aspects of algorithm literacy could be inferred within the PDC frameworks analysed, there is a need for further explicit integration. Just as the DigComp framework for citizens has been updated to recognise the vital importance of understanding algorithmic systems' impact, so should PDC frameworks be revised. Recommendations are provided for incorporating understandings of algorithmic governance and bias and ensuring digital Bildung development in PDC frameworks. Implications for teacher education programs are also discussed.},
keywords = {Algorithm Literacy, document analysis, professional digital competencies, Teacher Education},
pubstate = {forthcoming},
tppubtype = {article}
}
@article{Mamataz2024,
title = {Factors affecting healthcare provider referral to heart function clinics: A mixed-method study},
author = {T Mamataz and D Lee and K Turk-Adawi and AM Hajaj and J Code and SL Grace},
doi = {https://doi.org/10.1097/jcn.0000000000001029},
year = {2024},
date = {2024-01-01},
urldate = {2024-01-01},
journal = {The Journal of Cardiovascular Nursing},
volume = {39},
issue = {1},
pages = {18-30},
abstract = {Background
Heart failure (HF) care providers are gatekeepers for patients to appropriately access lifesaving HF clinics.
Objective
The aim of this study was to investigate referring providers' perceptions regarding referral to HF clinics, including the impact of provider specialty and the coronavirus disease pandemic.
Methods
An exploratory, sequential design was used in this mixed-methods study. For the qualitative stage, semistructured interviews were performed with a purposive sample of HF providers eligible to refer (ie, nurse practitioners, cardiologists, internists, primary care and emergency medicine physicians) in Ontario. Interviews were conducted via Microsoft Teams. Transcripts were analyzed concurrently by 2 researchers independently using NVivo, using a deductive-thematic approach. Then, a cross-sectional survey of similar providers across Canada was undertaken via REDCap (Research Electronic Data Capture), using an adapted version of the Provider Attitudes toward Cardiac Rehabilitation and Referral scale.
Results Saturation was achieved upon interviewing 7 providers. Four themes arose: knowledge about clinics and their characteristics, providers' clinical expertise, communication and relationship with their patients, and clinic referral process and care continuity. Seventy-three providers completed the survey. The major negative factors affecting referral were skepticism regarding clinic benefit (4.1 ± 0.9/5), a bad patient experience and believing they are better equipped to manage the patient (both 3.9). Cardiologists more strongly endorsed clarity of referral criteria, referral as normative and within-practice referral supports as supporting appropriate referral versus other professionals (Ps < .02), among other differences. One-third (n = 13) reported the pandemic impacted their referral practices (eg, limits to in-person care, patient concerns).
Conclusion
Although there are some legitimate barriers to appropriate clinic referral, greater provider education and support could facilitate optimal patient access.},
keywords = {heart disease, heart failure, Heart Transplant, mixed methods},
pubstate = {forthcoming},
tppubtype = {article}
}
Heart failure (HF) care providers are gatekeepers for patients to appropriately access lifesaving HF clinics.
Objective
The aim of this study was to investigate referring providers’ perceptions regarding referral to HF clinics, including the impact of provider specialty and the coronavirus disease pandemic.
Methods
An exploratory, sequential design was used in this mixed-methods study. For the qualitative stage, semistructured interviews were performed with a purposive sample of HF providers eligible to refer (ie, nurse practitioners, cardiologists, internists, primary care and emergency medicine physicians) in Ontario. Interviews were conducted via Microsoft Teams. Transcripts were analyzed concurrently by 2 researchers independently using NVivo, using a deductive-thematic approach. Then, a cross-sectional survey of similar providers across Canada was undertaken via REDCap (Research Electronic Data Capture), using an adapted version of the Provider Attitudes toward Cardiac Rehabilitation and Referral scale.
Results Saturation was achieved upon interviewing 7 providers. Four themes arose: knowledge about clinics and their characteristics, providers’ clinical expertise, communication and relationship with their patients, and clinic referral process and care continuity. Seventy-three providers completed the survey. The major negative factors affecting referral were skepticism regarding clinic benefit (4.1 ± 0.9/5), a bad patient experience and believing they are better equipped to manage the patient (both 3.9). Cardiologists more strongly endorsed clarity of referral criteria, referral as normative and within-practice referral supports as supporting appropriate referral versus other professionals (Ps < .02), among other differences. One-third (n = 13) reported the pandemic impacted their referral practices (eg, limits to in-person care, patient concerns).
Conclusion
Although there are some legitimate barriers to appropriate clinic referral, greater provider education and support could facilitate optimal patient access.2023
@inproceedings{moylan_there_2023,
title = {“There is so much I don’t know!”: Future directions for algorithm literacy in teacher education},
author = {R Moylan and J Code},
year = {2023},
date = {2023-07-01},
urldate = {2023-07-01},
keywords = {algorithm, Algorithm Literacy},
pubstate = {forthcoming},
tppubtype = {inproceedings}
}
@inproceedings{moylan_there_2023b,
title = {“There is so much I don’t know!”: Future directions for algorithm literacy in teacher education},
author = {R. Moylan and J. Code},
year = {2023},
date = {2023-07-01},
urldate = {2023-07-01},
keywords = {algorithm, Algorithm Literacy},
pubstate = {published},
tppubtype = {inproceedings}
}
@inproceedings{code_evidence-centred_2023,
title = {Evidence-centred game design in assessment for learning in immersive virtual environments},
author = {J. Code and K. Forde and R. Ralph and N. Zap and A. Mehta and C. Chang and Z. Wei and L. Hu and S. Wang and B. Wu},
year = {2023},
date = {2023-05-31},
urldate = {2023-05-01},
keywords = {Agency for Learning, ALIVE Investigator, Evidence centered game design, Falling Skies!, learner agency, video games},
pubstate = {published},
tppubtype = {inproceedings}
}
@inproceedings{code_evidence-centred_2023b,
title = {Evidence-centred game design in assessment for learning in immersive virtual environments},
author = {J. Code and K. Forde and R. Ralph and N. Zap and A. Mehta and C. Chang and Z. Wei and L. Hu and S. Wang and B. Wu},
year = {2023},
date = {2023-05-31},
urldate = {2023-05-31},
keywords = {Evidence centered game design, learner agency, video games},
pubstate = {published},
tppubtype = {inproceedings}
}
@inproceedings{code_head_2023,
title = {Head, heart and hands: A multilevel mixed methods study},
author = {J. Code and K. Forde and R. Moylan and R. Ralph},
year = {2023},
date = {2023-05-28},
urldate = {2023-05-31},
keywords = {mixed methods, pandemic pedagogy, Pandemic Transformed Pedagogy, Technology Education},
pubstate = {published},
tppubtype = {inproceedings}
}
@inproceedings{code_head_2023b,
title = {Head, heart and hands: A mixed methods study},
author = {J Code and K Forde and R Moylan and R Ralph},
year = {2023},
date = {2023-05-28},
urldate = {2023-05-28},
keywords = {mixed methods, pandemic pedagogy, Technology Education},
pubstate = {published},
tppubtype = {inproceedings}
}
@article{Moylan2023,
title = {Algorithmic futures: An analysis of teacher professional digital competence frameworks through an algorithm literacy lens},
author = {R Moylan and J Code},
doi = {10.35542/osf.io/z3fpc},
year = {2023},
date = {2023-05-23},
urldate = {2023-05-23},
journal = {accepted},
pages = {30},
abstract = {Algorithmic systems shape every aspect of our daily lives and impact our perceptions of the world. The ubiquity and profound impact of algorithms mean that algorithm literacy – awareness and knowledge of algorithm use, and the ability to evaluate algorithms critically and exercise agency when engaging with algorithmic systems – is a vital competence for navigating life in the 21st century. Professional digital competence (PDC) frameworks for teachers include technological, pedagogical, and social competence areas and are intended to illustrate the necessary knowledge, skills, and attitudes for digitally competent teachers. Using document analysis, we undertook a systematised review and evaluation of selected PDC frameworks through the lens of algorithm literacy. This analysis demonstrated that although some aspects of algorithm literacy could be inferred within the PDC frameworks analysed, there is a need for further explicit integration. Just as the DigComp framework for citizens has been updated to recognise the vital importance of understanding algorithmic systems' impact, so should PDC frameworks be revised. Recommendations are provided for incorporating understandings of algorithmic governance and bias and ensuring digital Bildung development in PDC frameworks. Implications for teacher education programs are also discussed.
Keywords: algorithm literacy, Bildung, document analysis, professional digital competence, teacher education },
keywords = {Algorithm Literacy, document analysis, professional digital competencies, Teacher Education},
pubstate = {forthcoming},
tppubtype = {article}
}
Keywords: algorithm literacy, Bildung, document analysis, professional digital competence, teacher education @article{Code2023,
title = {Teachers' sense of efficacy during a time of crisis},
author = {J Code and R Moylan and K Forde and R Ralph},
doi = {https://doi.org/10.35542/osf.io/tdg75},
year = {2023},
date = {2023-05-15},
urldate = {2023-05-15},
journal = {Manuscript under review},
abstract = {Vocational education and training (VET) or technology education (TE) has the creating, making, and doing aspects of human activity at its foundation. This article presents a comparison of the teaching sense of efficacy (TSE) of practicing VET teachers and teacher candidates (TC) during a forced switch to emergency remote teaching (ERT). In Phase 1, the switch to ERT had a significantly negative effect on VET teachers (N = 42; r = -.60). In Phase 2, VET TCs (N = 16) were similarly affected (r = -.53). Results of a two-way mixed ANOVA in Phase 3 suggest that ERT had a greater negative impact on practicing VET teachers’ TSE for student engagement (partial eta squared = .11) and classroom management (partial eta squared = .19) than it did on VET TCs’ TSE. As novice teachers tend to draw more from contextual factors than mastery experiences, this research suggests that experienced teachers were at a greater loss due to the pandemic than TCs. },
keywords = {Media & Technology in Education, Pandemic Transformed Pedagogy, Teacher Education, Technology Education},
pubstate = {forthcoming},
tppubtype = {article}
}